Transcript Slide 1
Differentiation Strategies: Making the Most of Needs-Based Time Sharon Walpole University of Delaware We can provide whole-class instruction We can use intensive interventions We can provide whole-class instruction But can we differentiate during needs-based instruction? We can use intensive interventions What do we want by the end of kindergarten? Alphabetic Principle Text and Language Comprehension In addition, what do we want by the end of first grade? Word Recognition Text and Language Comprehension In addition, what do we want by the end of second grade? Word Recognition Text and Language Comprehension In addition, what do we want by end of third grade? Word Recognition Text and Language Comprehension Focused Teaching Needs-based instruction helps us reach our grade level goals Small-group Flexibly achievement-based Data-driven Targeted Explicit Systematic Given These Goals: Today’s Questions What data do we already have? What additional data do we need? How can we differentiate realistically and in an organized way with research-based strategies during needs-based groups? www.guilford.com What is the general philosophy of the cognitive model of reading assessment? How is this model helpful? Can you give an example? Phonological Awareness Decoding Sight Word Knowledge Automatic Word Recognition Vocabulary Background Knowledge Knowledge of Structure Print Concepts General Purposes for Reading Fluency & Context Language Comprehension Strategic Knowledge Specific Purposes for Reading Knowledge of Strategies for Reading Reading Comprehension Phonological Awareness Decoding Sight Word Knowledge Automatic Word Recognition Vocabulary Background Knowledge Knowledge of Structure Print Concepts General Purposes for Reading Fluency & Context Language Comprehension Strategic Knowledge Specific Purposes for Reading Knowledge of Strategies for Reading Reading Comprehension General philosophy of the “sensible” model of needs-based instruction: Needs-based instruction is costly in terms of teacher time and effort; we have to make it realistic for teachers and effective for literacy acceleration. Needs-based instruction during the block must be more explicit, include more opportunities for individuals to respond, and provide for more immediate feedback. Needs-based instruction must be data-based, organized and systematic. Once teachers form and manage needsbased groups what additional roadblocks do they face in providing needs-based differentiated instruction? Screening Test Screening Test Serious difficulty? Screening Test Serious difficulty? No Screening Test Serious difficulty? No Classroom measures Screening Test Yes Serious difficulty? No Classroom measures Screening Test Yes Detective Work Progress monitoring Serious difficulty? No Classroom measures How can we make that loop? What do we need to do that’s new? DIBELS Refresher What do you know? LNF High Risk NWF High Risk PSF High Risk ORF High Risk What do you need to know? Assessment Information for Alphabetic Principle Letter names (LNF) Letter sounds (NWF) Phoneme segmentation (PSF) Reading of CVC words (NWF) Spelling of CVC words IF LNF weak in K, THEN The child does not have fully automatic access to memory representations for the letters when presented out of order . . . BUT What alphabet knowledge does s/he have? and What should you do? Provide targeted practice with letters If the child can name all of the letters randomly but not quickly Then use distributed practice, choosing 5 or 6 different letters each day If the child can name some of the letters Then use distributed practice, choosing 4 or 5 troublesome ones every two days If the child can only name Then reteach in small sets, the letters in order using the same scope and sequence as the core If the child has no alphabet knowledge Then teach to sing, then to track and say the alphabet Provide targeted practice with letters. If the child can name all of the letters randomly but not quickly Then use distributed practice, choosing 5 or 6 different letters each day If the child can name the letters in order Then use distributed practice, choosing 4 or 5 troublesome ones every two days If the child can only name the letters in order Then reteach in small sets, using the same scope and sequence as the core. If the child has no alphabet knowledge Then teach to sing, then track and say the alphabet. What’s the key to making this work? Use a letter name inventory. Know the order in which letters are taught in your core. Keep a set of letter cards in your needs-based instruction area. Keep alphabet strips and materials in your needs-based instruction area. IF PSF weak in K, THEN The child does not have relatively effortless ability to notice and manipulate the sound structure of oral language and may struggle to learn and/or use phonics knowledge BUT What phonological awareness does s/he have? and What should you do? Provide targeted practice with sound boxes If the child can segment fully, but not quickly Then use sound boxes, choosing 5 or 6 different CVC words each day If the child can segment to Then use sound boxes, the onset-rime but not to the choosing words that differ phoneme only by medial vowel If the child can only identify initial sounds Then use sound boxes to segment onset-rime If the child has no demonstrable phonological awareness Then teach to recognize syllables and then rhymes Provide targeted practice with sound boxes. If the child can segment fully, but not quickly Then use sound boxes, choosing 5 or 6 different CVC words each day If the child can segment to the onset-rime but not to the phoneme Then use sound boxes, choosing words that differ only by medial vowel If the child can only identify initial sounds Then use sound boxes to segment onset-rime If the child has no demonstrable phonological awareness Then teach to recognize syllable and then rhymes Sound Boxes Sound Boxes Sound Boxes Sound Boxes What’s the key to making this work? Look at the phoneme segmentation testing protocol Organize several sets of word cards: random CVC, different medial vowel, onset-rime within the same word family, multi-syllabic words Keep two-, three-, and four-unit sound boxes in your needs-based instruction area IF NWF weak in K, THEN The child can neither readily recognize short vowel patterns automatically nor apply decoding strategies quickly to unknown words BUT What phonics knowledge and decoding skills does s/he have? and What should you do? Provide targeted phonics reteaching If the child can decode nonsense words sound by sound, but not in larger chunks If the child can produce accurate consonant sounds but not vowel sounds Work with sounding and blending initial consonants with several high-frequency vowel spelling patterns each day; ask children to write them Work with sounding and blending several highfrequency vowel patterns each week; ask children to write them If the child does not know Then reteach the letter sounds consonant sounds in in small sets, using the same isolation scope and sequence as the core; ask children to write them Provide targeted phonics reteaching If the child can decode nonsense word sound by sound, but not in larger chunks Work with sounding and blending initial consonants with several high-frequency vowel spelling patterns each day If the child can produce accurate consonant sounds but not vowel sounds Work with sounding and blending several highfrequency vowel patterns each week If the child does not know consonant sounds in isolation Then reteach the letter sounds In small sets, using the same scope and sequence as the core IF the child can read but cannot spell regular CVC words, THEN The child does not have fully amalgamated representations of sound and spelling BUT What knowledge of spelling patterns does the child have? What’s the key to making this work? Look at the NWF protocol to see what units (individual sounds or vowel patterns) the child is producing. Consider using a letter-sound inventory. Consider using a spelling inventory. Know the order in which phonics knowledge is developed in your core. Keep a list of previously taught items for review. Watch children’s spellings for evidence of application of phonics concepts previously taught. Assessment Information for Text and Language Comprehension Oral vocabulary development (PPVT) Concepts about print Engagement with narrative and information literature Retellings and summaries IF oral vocabulary is weak, THEN Compared with other children of the same age, the child has a relatively small oral vocabulary. BUT It is impossible to know which words are unknown. What should you do? Provide targeted vocabulary reteaching for words the children don’t know If you have presented word Reteach and review those meanings in whole-group words, helping each student to core lessons generate a personal context If you have presented word Reteach and review those meanings in a piece of words, helping each student to children’s literature generate a personal context If you have taught new concepts in science and social studies Reteach and review those words, helping each student to generate a personal context Provide targeted vocabulary reteaching If you have presented word meanings in whole-group core lessons Reteach and review those words, helping each student to generate a personal context If you have presented word meanings in a piece of children’s literature Reteach and review those words, helping each student to generate a personal context If you have taught new concepts in science and social studies Reteach and review those words, helping each student to generate a personal context Provide increased vocabulary exposure If caregivers are able to read aloud at night If caregivers are not able to read aloud at night Allow children to bring home narrative and information trade books from the class or school library Allow children to bring home books and audio recordings and equipment to listen to books read aloud Provide increased vocabulary exposure If caregivers are able to read aloud at night Allow children to bring home narrative and information trade books from the class or school library If caregivers are not able to read aloud at night Allow children to take home books and audio recordings and equipment to listen to books read aloud What’s the key to making this work? Review PPVT scores for all kindergartners and identify low-scoring children. Keep lists of vocabulary words that have been taught in core read-alouds but that children don’t know. Keep lists of vocabulary words for teaching and reteaching during interactive read-alouds. Facilitate sending books and/or tapes home. IF children cannot participate in classroom shared readings and read-alouds, THEN They may not have adequate oral language and comprehension skills, and/or they may not have had sufficient exposure to read-alouds. BUT It is impossible to diagnose their specific “stage” of knowledge. What should you do? Provide targeted text-based talk If you have conducted a Reread that book in your shared reading of a big book small group, allowing each child to echo read with supported finger pointing If you have read a piece of Reread it and stop children’s literature throughout to allow the children to retell or to ask questions Once you have reread Use graphic organizers to during needs-based time guide children to produce beginning-middle-end retellings or main idea Provide targeted text-based talk If you have conducted a shared reading of a big book Reread that book in your small group, allowing each child to echo read with supported finger pointing If you have read a piece of children’s literature Reread it and stop throughout to allow the children to retell or to ask questions Once you have reread during needs-based time Use graphic organizers to guide children to produce beginning-middle-end retellings or main idea Provide targeted word-based talk If you have taught a specific noun Invite children to review it, emphasizing both its general category and its particular attributes If you have taught a procedure Invite children to review it, emphasizing the order and how and why to use it If you have used an explanation Invite children to review it, emphasizing the links between ideas Provide targeted word-based talk If you have taught a specific noun Invite children to review it, emphasizing both its general category and its particular attributes If you have taught a procedure Invite children to review it, emphasizing the order and how and why it use it If you have used an explanation Invite children to review it, emphasizing the links between ideas What’s the key to making this work? Attend to children’s responses during whole-group interactions with literature. Periodically work individually with children to assess and develop each child’s capacity to finger-point. Periodically work individually with children to assess each child’s capacity to retell or summarize after a read-aloud. Encourage talk during whole-group and needs-based instruction. Assessment Information for Word Recognition Beginning in First Grade Phoneme segmentation (PSF) Reading of CVC words (NWF) Reading of high-frequency words? Growth toward oral reading fluency (ORF) IF PSF weak in first, THEN The child does not have relatively effortless ability to notice and manipulate the sound structure of oral language and may struggle to learn and/or use phonics knowledge BUT What phonological awareness doe s/he have? What should you do? Provide targeted practice with spelling for sound If the child can segment fully, but not quickly If the child can segment to the onset-rime but not to the phoneme Then use spelling tasks, choosing 5 or 6 different words from the current phonics instruction each day Then have children spell words that differ only by medial vowel If the child can only identify initial sounds Then have children spell initial and final sounds for pictures If the child has no demonstrable phonological awareness Then consider using intensive intervention materials Provide targeted practice with spelling for sound If the child can segment fully, but not quickly Then use spelling tasks, choosing 5 or 6 different words from the current phonics instruction each day If the child can segment to the onset-rime but not to the phoneme Then have children spell words that differ only by medial vowel If the child can only identify initial sounds Then have children spell initial and final sounds for pictures If the child has no demonstrable phonological awareness Then consider using intensive intervention materials What’s the key to making this work? Look at the phoneme segmentation protocol Understand the scope and sequence of phonics instruction Link additional phonemic awareness work to current phonics work Use letters during phonemic awareness instruction (have children spell or manipulate plastic letters) Make word lists and picture sorts IF NWF weak in first or second, THEN The child does not have relatively effortless ability to recognize common phonograms or to apply synthetic decoding strategies BUT What phonics knowledge and decoding strategies does s/he have? What should you do? First, investigate • Is there a phonics pretest included in your core? If so, use it! • If not, consider the Informal Phonics Inventory, McKenna and Stahl, p. 138 – It will help you understand whether to reteach consonant sounds, consonant digraphs, short vowels, consonant blends, silent e, vowel digraphs, vowel diphthongs, or r- or lcontrolled vowels Then find a starting point • Is there a phonics intervention manual? If so, use it! • If not, using the core scope and sequence from your manual AND the manual from the previous year, start where the child’s knowledge ends Then reteach, quickly and explicitly Use direct explanation: Today we will practice a strategy you can use to read new words. I want you to make each sound and then blend them together. Watch me do it. Use guided practice: I will show you a new word that you can sound and blend. Remember that when you find a new word, one thing you can do is make each sound and blend them together. www.guilford.com Then reteach, quickly and explicitly Use direct explanation: Today we will practice three letters/patterns. We will learn that _____ pattern/letter represents the sound _____. You can use that information when you read and spell new words. Use guided practice: I will show you a word with one of our patterns and I want you to read it. When you see the word, think about which of our patterns you see. Then say the word. I will tell you a word with one of our patterns and I want you to spell it. When you hear the word, think about which of our patterns you hear. Remember to that ____ represents the sound ____. What’s the key to making this work? Use a phonics inventory. Know the intervention materials provided in your core. Know the order in which phonics is taught in your core, both for your grade level and the one below. Keep a set of letter and word cards in your needs-based instruction area. IF ORF is weak THEN The child cannot process grade-level text automatically BUT Is it a fluency problem or a decoding problem? What should you do? First, investigate Review the ORF testing protocol: • If the child read all words accurately, but too slowly, consider fluency work • If the child struggled with high-frequency words, consider high-frequency word work • If the child struggled with all areas of word recognition, go back to the phonics investigation. For a fluency problem Have all children whisper-read from previously taught texts. Use an assisted fluency procedure: You read the text while children track Children reread several times in pairs You read the text again while children track Children reread in pairs For a high-frequency word problem First, figure out which high-frequency words are troublesome. If there is a sight-word inventory in your core, use it! If you can easily construct one from the scope and sequence, do it! For a model see the Fry Sight-Word Inventory, beginning on page 130 of McKenna and Stahl Then reteach quickly and explicitly Use direct explanation: Today we will practice three common words. We will listen to see how many sounds they have, and then we will see how the sounds are represented in spellings. That will help you to remember these words when you see them. Our first word is they. How many sounds do you hear in they? TH-A. Two sounds. Now watch me spell it. The first sound is spelled TH. The second sound is spelled EY. Two sounds, four letters. Use guided practice. Now I want you to work with our three words. I’ll say the word, and I want you to count the sounds and then write the spellings. What’s the key to making this work? Use a high-frequency word inventory. Know the order in which high-frequency words are taught in your core, both for your grade level and the one below. Keep a set of high-frequency word cards in your needs-based instruction area. Keep sound boxes, white boards, and paper in your needs-based instruction area. IF comprehension of text and oral language is weak, THEN The child does not have relatively effortless ability to construct meaning using information and prior knowledge BUT We don’t have a developmental theory for comprehension Assessment Information for Comprehension of Text and Oral Language Oral classroom interactions Response during shared reading Engagement with narrative and information literature Retellings and summaries Build Background Knowledge Look at the next story in the core. For children struggling with comprehension and oral language development, decide what background knowledge is needed to understand. Preteach that knowledge. Build Background Knowledge Look at the next story in the core. For children struggling with comprehension and oral language development, decide what background knowledge is needed to understand. Preteach that knowledge. What the author assumes the reader knows What the reader actually knows Teaching children to answer questions Question-Answer Relationships (Raphael,1986) In the Book In Your Head Right There Author and You Think and Search On Your Own Q A R (Q u estion s A n sw er R elation sh ip s) T itle ______________________________________________________________________ R ight T here T h e w o rd s u sed to m ak e up th e q u estio n and w o rd s u sed to an sw er th e q u estio n are R ig h t T h ere in th e sam e sen ten ce. ________________________________________ A uthor and M e T h e an sw er is n o t in th e sto ry . I n eed to th ink abo u t w h at I alread y k n o w , w h at th e au th o r tells m e in th e tex t an d h o w it fits to g eth er. ____________________________________________ ____________________________________________________ _____________________________________________________ ____________________________________________________ _____________________________________________________ ____________________________________________________ _____________________________________________________ ___________________________________________________ _____________________________________________________ T hink and S earch On My Own W o rd s fo r th e qu estio n an d w o rd s for th e an sw er are n o t fou n d in th e sam e sen ten ce. T h ey co m e fro m d ifferen t p laces in th e selectio n . _ _ _ __ _ __ _ __ _ __ _ __ _ __ _ __ _ __ _ __ _ __ _ __ _ __ _ __ _ __ _ __ _ _ _ _ __ _ __ _ __ _ __ _ __ _ __ _ __ _ __ _ __ _ __ _ __ _ __ _ __ _ __ _ __ _ _ __ _ __ _ __ _ __ _ _ _ _ _ __ _ __ _ __ _ __ _ __ _ __ _ __ _ __ _ __ _ __ _ __ _ __ _ __ _ __ _ __ _ _ __ _ __ _ __ _ __ _ _ _ _ _ __ _ __ _ __ _ __ _ __ _ __ _ __ _ __ _ __ _ __ _ _ __ __ _ __ _ __ _ __ _ _ __ _ __ _ __ _ __ _ _ _ _ _ __ _ __ _ __ _ __ _ __ _ __ _ __ _ __ _ __ _ __ _ __ _ __ _ __ _ __ _ __ _ _ __ _ __ _ __ _ __ _ _ T h e an sw er is n o t in th e selectio n . I can ev en an sw er th e q u estio n w ith o u t read in g th e selectio n . I n eed to u se m y o w n ex p erien ce. _ _ _ __ _ __ _ __ _ __ _ __ _ __ _ __ _ __ _ __ _ __ _ __ _ __ _ __ _ __ _ __ _ _ __ _ __ _ __ _ __ _ __ _ _ _ _ __ _ __ _ __ _ __ _ __ _ __ _ __ _ __ _ __ _ __ _ __ _ __ _ __ _ __ _ __ _ _ __ _ __ _ __ _ __ _ __ _ _ _ _ __ _ __ _ __ _ __ _ __ _ __ _ __ _ __ _ __ _ __ _ __ _ __ _ __ _ __ _ __ _ _ __ _ __ _ __ _ __ _ __ _ _ _ _ __ _ __ _ __ _ __ _ __ _ __ _ __ _ __ _ __ _ __ _ __ _ __ _ __ _ __ _ __ _ _ __ _ __ _ __ _ __ _ __ _ _ _ _ __ _ __ _ __ _ __ _ __ _ __ _ __ _ __ _ __ _ __ _ __ _ __ _ __ _ __ _ __ _ _ __ _ __ _ __ _ __ _ __ _ See Page 57 in Manual Teaching children to make inferences Questioning the Author (Beck, McKeown, Hamilton, & Kucan, 1997) Teaching children to make inferences Interrupt reading with generic queries What is the author trying to say here? What is the author’s message? What does the author mean here? How does this connect with what the author has told us before? Why do you think this happened? Teaching children to retell • Start with a story map, appropriate to the grade level – Simple beginning, middle, end map for first grade – More complex map for second and third grade • Model, model, model using the story map to retell stories you are reading aloud or reading in small groups Think about it To increase your ability to differentiate . . . What additional information do you have to gather about student achievement? What additional information do you have to gather about the scope and sequence of instruction? What materials do you have to gather/make/organize? And, finally, how can you do it as quickly and easily as possible?